眼球运动
固定(群体遗传学)
判决
阅读(过程)
单词识别
心理学
情感(语言学)
眼动
理解力
认知心理学
语音意识
按频率列出的单词列表
文本分割
阅读理解
语言学
计算机科学
沟通
自然语言处理
人工智能
分割
人口
医学
哲学
环境卫生
神经科学
标识
DOI:10.1038/s41598-023-41041-4
摘要
Abstract Word recognition during the reading of continuous text has received much attention. While a large body of research has investigated how linguistic properties of words affect eye movements during reading, it remains to be established how individual differences in reading skills affect momentary cognitive processes during sentence reading among typically developing Chinese readers. The present study set out to test the joint influences of word properties and individual reading skills on eye movements during reading among Chinese children. We recorded eye movements of 30 grade 3 (G3) children and 27 grade 5 (G5) children when they read sentences silently for comprehension. Predictors of linear mixed models included word frequency, visual complexity, and launch site distance, in addition to the participants’ offline psychometric performances in rapid naming, morphological awareness, word segmenting, and character recognition. The results showed that word properties affected word recognition during sentence reading in both G3 and G5 children. Moreover, word segmenting predicted the G3 children’s fixation durations and the G5 children’s fixation location, whereas rapid naming predicted the G5 children’s fixation duration. Implications are discussed based on the current findings, in light of how different literacy skills contribute to reading development.
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